Ethics and Values in Physical Education

PESTALOZZI TRAINING RESOURCES

Physical Education and Sport for Democracy and Human Rights (SPORT)

Ethics and Values in Physical Education

by

Authors: Claude Scheuer and Jean-Luc Thill - Luxembourg Editor: Charlot Cassar

Last edition: October, 2015

The opinions expressed in this work are the responsibility of the authors and do not necessarily reflect the official policy

of the Council of Europe.

This training unit has been developed in the trainer training course : ? Physical education and sport for democracy and human rights (SPORT) ?

organised by the Pestalozzi Programme of the Council of Europe in cooperation with EPAS .

SPORT, 2015

Ethics and Values in Physical Education Brief description

This training course addresses the issue of ethics and morality in Physical Education challenging the notion that physical education, sport and competition are somehow set apart from real life, and occupy a realm where ethics and moral codes do not apply. It provides activities that support participants develop a deeper understanding of ethical and moral issues in Physical Education and their role as teachers. Each of the activities presented builds on the previous one, and while some may be used as stand along activities, or the methodology adapted to target other issues/needs, it is advisable to schedule the activities in the order presented.

Expected outcomes

Readiness to take responsibility and to be accountable for my actions and choices (A_COOP_3).

Aptitude to evaluate situations and issues to look for solutions with all partners involved (S_COOP_3).

Understanding of the main concepts related to diversity (K_DIV_1).

2

SPORT, 2015

Activities

Activity 1 ? Story of my Life Activity 2 ? Values Activity 3 ? Expert Groups Activity 4 ? Implications for PE

Duration 30 minutes 30 minutes 60 minutes

60 minutes

Activity 5 ? Moral Dilemmas

60 minutes

Activity 6 ? Morality in the PE Lesson Activity 7 ? A Moral Manifesto for PE

60 minutes 60 minutes

Activity 8 - Evaluation

60 minutes

Methods used Icebreaker, Presentation Reflection, Debriefing. Co-operative Learning, Debriefing Placemat Activity, Group Work, Debriefing Personal Reflection, Discussion, Presentation, Debriefing Agree/Disagree Debate, Debriefing Group Work, Presentation, Debriefing Feedback, Discussion, Questionnaire.

3

SPORT, 2015

Background and context

This training unit was originally developed within the framework of the Bachelor of Educational Sciences of the University in Luxembourg with student teachers in the 3rd and 4th year of their studies. Within this context, the student teacher is expected to develop consciousness concerning ethical aspects and values related to democracy and human rights in physical education. The training course supports students to understand the importance of ethical aspects in physical education, to identify such issues and to take these into consideration when planning lessons. In its current version, the training unit may be used for pre or in-service training with any educator to highlight the transversal nature of education for democracy and human rights. Depending on the context, after Activity 7, participants may be asked to develop PE lesson plans that are then piloted and evaluated in terms of the theme of this training course. This training unit was originally piloted with educators from Luxembourg as part of the Pestalozzi Programme Module series "Physical Education and Sport for Democracy and Human Rights".

4

SPORT, 2015

Activity 1: Story of my Life

Expected outcomes An ice-break to help participants get to know each other.

Methods/Techniques used Ice-breaker Presentation

Resources Flipchart Papers Markers

Duration: 30 min

Practical arrangements Tables where participants can work individually. A space where participants can stand in a circle.

Procedure

Step 1 ? Your Autobiography (15 min) Welcome participants. Inform participants that they have received a contract to write their autobiography. The publishing agent is in a hurry and they must be really quick to complete their task. Give participants a piece of paper and ask them to fold it in half and then in half again to form a book. Participants choose the title of a popular song for the name of their book. Ask them to write that title on the front cover. On the inside of the front cover (page two), participants list a table of contents: o Name & Surname o Name of the place where they were born o Description of their first job o Number of years they have been working in their current job. On page three, they draw a picture of their family. On the back cover of the book, they draw a picture of what they plan to do when they retire. Where will they go? Who will you go with? Etc.

Step 2 ? Tell your Story (15 min) When all participants have finished their books, invite them to stand in a circle and to use their book as a visual aid to introduce themselves.

Adapted From: Business Training Works Inc (2002). Creative Icebreakers, Introductions, and Hellos for Teachers, Trainers, and Facilitators

5

SPORT, 2015

Tips for trainers You may change the focus of the pages of the book but be careful not to make any of the questions too personal. If the group already know each other, ask participants not to write their name. Collect books, and distribute randomly among the group. Participants must now guess who the book belongs to.

Activity 2: Values

Duration: 30 min Expected outcomes

Participants reflect on their personal values and the values that are upheld in Physical Education and Sport.

Methods/techniques used Reflection Debriefing

Resources Slips of paper in 2 different colours (e.g. yellow and green) Writing material

Practical arrangements Tables where participants can work individually.

Procedure

Step 1 ? Personal Reflection (15 min) Give participants 2 strips of paper. On the first slip of paper (yellow), ask them to complete the following sentence: "In my interactions with others, I value..." On the second slip of paper (green), ask participants to complete the following sentence: "In Physical Education, the most prominent aspects are..." Ask the participants to consider what they have written and reflect upon any differences.

Step 2 ? Debriefing (15 min) Collect the slips of paper into 2 bags, separating them by colour. Pick up a few slips of paper from the first bag with the yellow strips of paper and read out the sentences. Repeat with the other bag and statements about Sport. Initiate a brief discussion. Can you notice similarities/differences?

6

SPORT, 2015

If in our daily interactions with others we value... (use examples from the participants' answers) why is it that in Sports more importance is given to (use examples from the participants' answers)

Tips for trainers Instead of putting the strips of paper in separate bags and reading statements at random, participants could stick the slips of paper on 2 notice boards. Allow time for participants to read all the statements then initiate the discussion.

Activity 3: Expert Groups

Duration: 60 min

Expected outcomes Participants deepen their understanding of Physical Education, Rights of Children, Democracy and Cultural Diversity. Participants deepen their understanding of the main concepts related to diversity (culture, identity, equality, empathy, prejudice, stereotype, discrimination, racism, citizenship, global interdependence, sustainability, etc.)

Methods/techniques used Expert Groups Debriefing

Resources 1 Copy of Appendix 1 Copies of Appendix 2 to 5 (The number of copies will depend on the number of

participants per micro-group. See below)

Practical arrangements Space for group work.

Procedure

Step 1 ? Grouping (5 min) Give participants a card from Appendix 1. Ask them to form micro-groups according to their card.

Step 2 ? Expert Groups (20 min)

7

SPORT, 2015

Inform participants that they are going to be working in micro-groups. Each microgroup is going to receive a text which they must read, discuss and summarise.

Give the first micro-group copies of Appendix 2, the second micro-group copies of Appendix 3, and so, on so that each micro-group is working with a different text.

Step 3 ? Group Sharing (20 min) Ask participants to regroup, using the same cards as in Step 1. This time, participants must form micro-groups of 4 and there needs to be a different card in every new micro-group. Participants take it in turns to discuss the reading from their expert group in Step 2 with the other participants in the micro-group.

Step 4 - Debriefing (15 min) How did you feel when you where the "expert" in the field? What are the advantages of this working method? What struck you in the articles you read? What are the implications for Physical Education?

Tips for trainers This co-operative technique relies on expert groups made up of 4 participants, or as per number of appendices. The original micro-groups may have more or less participants but the number should be kept to a minimum. Micro-groups of 5 participants would work - 20 participants divided into 4 micro-groups and then 5 expert groups. Divide 24 participants into micro-groups of 3 and have 2 microgroups working on the same text ? 24 participants divided into 8 micro-groups and then 6 expert groups. If the number of participants is not a multiple of 4, then have participants shadow each other. You may consider summarising the Appendices.

Activity 4: Implications for PE

Duration: 60 min Expected outcome

Participants explore the implications of issues related to Democracy, Children's Right and Cultural Diversity for Physical Education.

Methods/techniques used Placemat Presentation Debriefing

8

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download